A people without a knowledge of their past history, origin and culture is like a tree without roots - Marcus Garvey

INTENT

At St Francis, we want our children to be historians. We believe that teaching History is important in broadening children's horizons, challenging preconceived ideas and fostering tolerance. Our history curriculum aims to inspire our pupils' curiosity and increase their factual knowledge about Britain's past and that of the wider world. We also want them to explore the rich history we are blessed with within our local area. We want our children to develop skills through our curriculum that enables them to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. It is about understanding how one element of the past influenced the next, and how these have impacted our lives today.

IMPLEMENTATION

Our History curriculum is taught explicitly from Year 1 through to Year 6. History objectives are met in Early Years through a cross-curricular, immersive approach to ‘Understanding the World’. In addition, where appropriate, meaningful cross curricular links are made with other subjects to strengthen connections and understanding for pupils while exploring historical contexts. By the end of year 6, children will have a chronological understanding of British History from the Stone Age to the present day. They will be able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.

The National Curriculum is used as the basis from which we plan and deliver the teaching of History at St Francis alongside our knowledge of our children and community. History is taught in a systematic and progressive way, in which declarative and procedural knowledge and vocabulary is mapped out alongside key concepts. Our History long-term plan supports teachers in planning each learning sequence, which states progressive knowledge and skills to ensure a full coverage and links being made. We enable and encourage children to make connections, revise and recap previous History units. At the beginning of each new history topic, teachers refer to classroom timelines to develop children’s understanding of chronology. These timelines are present all year round and any historical event of interest to the children in any subject is added for the children to see where this fits into our world History.

We provide hands-on, historical experiences, which include hook days to engage the children in a historical event or period, wow days that celebrate their work as historians and educational visits to immerse them in their study.

History is taught weekly during the History units (alternating on a half termly/termly basis with Geography) and the sequence of learning is carefully mapped according to the composite, which may take the form of a big question or idea. The component lessons are carefully mapped out in a sequential manner to enable children to be able to have an informed discussion about the composite; both within a unit and also at the end.

Progression

Below are documents which show how we have mapped out the disciplinary concepts (that which shapes the way in which the ‘stuff’ or ‘substance’ is understood, organised and debated, as well as the ways in which it is actually generated) that our children will develop during their History lessons at St Francis:

Chronological Understanding

 History Enquiry & Interpretation

History Concepts

Below are documents which show how we have mapped out the substantive concepts (the ‘stuff’ of history) that our children will develop during their History lessons at St Francis:

History Threads

IMPACT

The impact of History teaching is assessed in a variety of ways. Since our History Curriculum is well thought out and is planned to demonstrate progression, if children are keeping up with the curriculum, they are deemed to be making good or better progress.

At the end of a unit, post-learning assessments, through Kahoot quizzes and, in KS2, ‘polished products’ provide an opportunity for pupils to demonstrate what they have learnt across their given topic and reflect upon and consolidate their learning. Both of these are used to inform Teacher assessment in addition to the work produced in the books and teachers’ reflections on how children have performed in class.

Book looks, analysis of kahoot quizzes and informal learning walks are used by the subject leader to gain an insight of History teaching in practise. In addition to this, the subject leader conducts informal pupil interviews alongside the child’s books to ensure that learning has been achieved sufficiently and can be recalled when prompted. Through this, it is evident that pupils are excited and curious about History. Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence. Children remember more, know more and can do more. Pupils have a strong chronological understanding of historical events, are making connections between their influence on the past and develop the ability to consistently support, evaluate and challenge their own and others’ views using appropriate and accurate historical evidence derived from a range of sources.

As our Year 6 pupils transition to secondary school, we aspire that they will have developed a historical mind of inquiry and a passion for historical learning that will stay with them for the rest of their lives.

History Visits and Experiences